A Class with Drucker - Headway | Work on yourself

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C H A P T E R T H I R T E E N You Must Know Your People to Lead Them D rucker knew that knowing his students was a major responsibility of a classroom leader, and he knew that this was an important function for any leader and manager in any environment. Leadership is complex. To lead successfully, you must see every single person you would have follow you as a separate individual. For a start, you can learn the names of those you lead. It doesn’t really matter how large an organization you lead. Peter was a real leader who led by example. He himself had been a dean at Bennington College in Vermont early in his career. Because of this leadership wasn’t theoretical; he knew how to lead from personal experience. <strong>Drucker</strong>’s demonstrated leadership in the classroom led me to the conclusion that to be a classroom instructor of the first order, one had to be a good leader. As evidence, I noted an important lesson from him. A good leader knows his or her followers.
148 ■ A CLASS WITH DRUCKER <strong>Drucker</strong> Really Knew Those He Led I was surprised as to the extent that <strong>Drucker</strong> knew and was able to master the names of his students and how much he knew about each one. I have seen Peter ask about a student’s son or daughter. But, by the very way he inquired, you knew that he already knew quite a bit. He didn’t just ask, “How is your daughter doing?” It was, “How is your daughter doing in law school?” Or if he heard something from the parent more recently, “How is your daughter doing in law school <strong>with</strong> that exam she was concerned about?” After I left Claremont, <strong>Drucker</strong> would sometimes ask me about something that I had been working on or was concerned about the last time we had spoken, something that I may have actually forgotten about myself. Peter, however, did not forget. He strived to learn about his students at every opportunity, and he remembered who he met and what they said to him. I learned this from an experience at the beginning of my second year as his student. At the start of every academic year, Claremont’s business school hosted a party for all the graduate students. My wife Nurit met Peter at one such party at the beginning of my first year as a new doctoral student. He probably met a hundred or more wives of his students at the party that evening. Peter was his usual gracious self as he conversed <strong>with</strong> Nurit. He talked <strong>with</strong> her for a couple of minutes, and that was it. I should add that Nurit was very favorably impressed <strong>with</strong> him. This is not always how she feels on meeting well-known people. Too many, she says, are “full of themselves.” (She is quick to point out that I also sometimes get into such a mode, and when I do, she let’s me know it.) However, being “full of himself” was never Peter’s way. So when I asked her about her impressions of him, she told me he was, “sincere, a good conversationalist, and self-confident <strong>with</strong>out being arrogant.” Then she added (and Nurit was already headed toward becoming a clinical psychologist): “He knows who he is and what he has accomplished <strong>with</strong>out feeling the need to prove anything to anyone. I liked him.” A year later we attended the annual beginning-of-the-year party again. In the interim, Nurit had not seen or talked <strong>with</strong> <strong>Drucker</strong> at all. We became separated at the event and she ran into Peter <strong>with</strong>out my being present. She greeted him and began to say, “You probably won’t remember me but I’m . . . “ Before she could complete her sentence he interrupted. “Of course, I know you. You’re Nurit Cohen, Bill Cohen’s wife.” This was
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A C L A S S W I T H D R U C K E R
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A Class wi
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C O N T E N T S Acknowledgments and
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A C K N O W L E D G M E N T S A N D
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F O R E W O R D Bill Cohen was the
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core competencies, and we also chal
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I N T R O D U C T I O N Peter <stro
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C H A P T E R O N E How I Became th
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HOW I BECAME THE STUDENT ■ 3 retu
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HOW I BECAME THE STUDENT ■ 5 doct
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HOW I BECAME THE STUDENT ■ 7 “I
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HOW I BECAME THE STUDENT ■ 9 Duri
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C H A P T E R T W O Drucker
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DRUCKER IN THE CLASSROOM ■ 13 Mos
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DRUCKER IN THE CLASSROOM ■ 15 <st
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DRUCKER IN THE CLASSROOM ■ 17 ant
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C H A P T E R T H R E E What Everyb
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WHAT EVERYBODY KNOWS IS FREQUENTLY
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SELF-CONFIDENCE MUST BE BUILT STEP-
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IF YOU KEEP DOING WHAT WORKED IN TH
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C H A P T E R S I X Approach Proble
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APPROACH PROBLEMS WITH YOUR IGNORAN
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C H A P T E R S E V E N Develop Exp
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DEVELOP EXPERTISE OUTSIDE YOUR FIEL
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OUTSTANDING PERFORMANCE IS INCONSIS
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Page 112 and 113: THE OBJECTIVE OF MARKETING ■ 97 A
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THE MANAGEMENT CONTROL PANEL ■ 19
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THE MANAGEMENT CONTROL PANEL ■ 19
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C H A P T E R S E V E N T E E N Bas
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BASE YOUR STRATEGY ON THE SITUATION
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C H A P T E R E I G H T E E N How t
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HOW TO MOTIVATE THE KNOWLEDGE WORKE
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What Do You Think Motivates <strong
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everyone gets them for the good of
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C H A P T E R N I N E T E E N <stro
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DRUCKER’S PRINCIPLES OF SELF-DEVE
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As I mentioned in an earlier chapte
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AFTERWORD ■ 247 articulate truths
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N O T E S CHAPTER 2 1. Simon London
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NOTES ■ 251 4. David A. Kaplan,
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Aburdene, Patricia, 221 accountabil
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Grant, Ulysses S., 166 growth, 229
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professional journals, 158 professi
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